Burnt out and undervalued: the case for a professional pathway for classroom assistants in Northern Ireland

This paper presents the first comprehensive empirical profiling of the Classroom Assistant (CA) workforce in Northern Ireland (NI), addressing a critical gap in educational research and policy. Drawing on a large-scale mixed-methods study, it offers original insights into the lived experiences, professional aspirations, and systemic challenges faced by CAs. Using the innovative conceptual framework of the ‘3-Ps’: Professionalisation, Professionalism, and Professional Identity, the study interrogates the conditions that have marginalised this workforce, with findings revealing persistent occupational issues which undermine the development of a coherent professional identity. The paper identifies the four key dimensions of recruitment, deployment, professional development, and status and recognition as foundational to creating a transformative professional pathway. By centring the voices of CAs, the research challenges deficit narratives and reframes assistants as an underused workforce whose contributions are essential to the success of Northern Ireland’s inclusive SEN reform agenda. The study’s originality lies in its regional focus, conceptual innovation, and first-person data, while its significance is underscored by its potential to inform policy, workforce planning, and professional standards. This paper makes a timely and substantial contribution to debates on educational equity, workforce reform, and the professionalisation of support roles in schools.